Research On The Teaching Mode Of Scratch In Primary Schools Pointing To Design Thinking Cultivation

In the context of the rapid iterative development of the networked,digital and intelligent era,focusing on the urgent need for innovative talents in China in the new era,Scratch should give full play to its unique advantages in cultivating students’ creative thinking.However,through the literature,we found that in the actual teaching process of Scratch,the phenomenon of "teachers feel powerless" and "students feel uninterested" appears,and the teaching effect does not seem to match the expectation,which seriously hinders the development of students’ creative thinking.Therefore,the reconstruction and reconstruction of the teaching mode is imminent for Scratch teaching.Design thinking,as a higher-order form of thinking,can bring a conceptual reconstruction and paradigm reorganization to Scratch instructional design,thus bringing new life to Scratch teaching and learning.Based on this,this study seeks a breakthrough in the integration of design thinking and Scratch by sorting out the connotation of design thinking and its application in education,integrating the methodological and process view of design thinking into the teaching design of Scratch,and constructing an elementary school Scratch teaching mode that points to the cultivation of design thinking,aiming to deeply explore students’ potential in innovation and creativity,and providing a theoretical mode and practical basis for the cultivation of socially-oriented innovative talents.The construction of the teaching mode in this study is based on constructivist learning theory,"learning by doing" education theory,project-based learning theory,multiple intelligences theory,and the consensus of the typical design thinking model as the core theoretical basis.Following the principles of student-centeredness,thematicity,creativity,cooperation and sharing,and iteration,and then combining the actual teaching objectives and contents of Scratch,we finally construct an elementary school Scratch teaching mode that points to the cultivation of design thinking,and verify the effectiveness of this teaching mode through the analysis of teaching implementation and experimental effects.The core process of the elementary school Scratch teaching mode,which points to the development of design thinking,consists of five stages: understanding observationdiscovering problem stage,analyzing problem-defining problem stage,expanding thinking-conceptualizing solution stage,prototyping-implementing work stage,and iterative testing-reflecting and improving stage.The student activities in the observation-discovery stage are to perceive the situation and clarify the goal,and the teacher activities are to create the situation and focus on the goal.Analysis of the problem-definition of the problem stage corresponds to student activities for dissecting the problem and defining it,and teacher activities for developing ideas and stimulating thinking.The activities in the Expanding Thinking-Conceptualizing Solutions stage correspond to student activities for brainstorming and designing solutions,and teacher activities for providing resources and assistance.The activities of students in the Prototyping and Realization stage include collaboration and sharing,prototyping,and designing,while the activities of teachers include observation and guidance.The iterative test-reflection refinement phase corresponds to the student activities of test evaluation and reflection optimization,and the teacher activities of organizational presentation and organizational assessment.The pedagogical tools provided by Design Thinking are used throughout the development of the teaching mode in order to ensure the smooth running of the teaching process at all stages.In this study,we applied elementary Scratch instruction pointing to design thinking development to a Scratch classroom in an elementary school in M city through teaching practice.To ensure the scientific validity of the experiment,this study set up an experimental class and a control class,and controlled for extraneous variables such as the initial ability of the students,the situation of the teacher and the teaching environment in both classes.The effectiveness and applicability of this teaching mode was verified by designing a pre and post thinking questionnaire,a work evaluation scale,an innovative ideas scale and student-teacher interviews to analyze in depth whether the students’ thinking level had improved and whether they were able to design innovative works from various dimensions.The findings show that an elementary school Scratch teaching mode that points to the development of design thinking can improve elementary school students’ design thinking.